The shortage of teachers is an immense challenge for schools in Illinois, as well as throughout the United States. Districts are changing and adapting their practices to recruit new teachers, but similar changes and efforts need to be implemented to retain the teachers currently in our schools. This research study gave a confidential survey to the teachers of one high school district in the Chicago suburbs. The questions focused on the four factors that were identified as important to teacher satisfaction through an in depth literature review: compensation, relationships with colleagues, administrative support, and parental involvement. Using the affective events theory as a theoretical framework, the guiding research questions of the study asked what factors teachers identify as most impacting their job satisfaction, and are there significant differences among groups of teachers in the relative value that they place on different factors that impact their job satisfaction? A thorough analysis of the results produced key conclusions. Compensation is the most important factor, but relationships with colleagues and administrative support were also highly impactful. Finally, new teachers identified compensation as especially important, while non-classroom teachers cited parental involvement as a key factor. This research provides important information for educational leaders to consider how to best support their teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]